Abstract
In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning, choicelets take a prospective, process-based view and focus on students’ choices as they attempt to solve a challenge. The multi-level challenges are designed to allow for players’ “free choice” as they explore and learn how to solve the challenge. The system provides them with various learning resources, and tracks whether, what, how, and when they choose to learn. This paper briefly describes a partner’s curriculum focused on data literacy and visualization, the design of a choice-based assessment for their program, and reports on an initial study of the curriculum and game with 10th grade biology students. Results are presented in the context of the design research questions: Do student choices in the game predict their learning from the game? Does the curriculum teach the students to choose more effectively with respect to data visualization? Future work for choice-based assessments is also discussed.
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Acknowledgments
This material is based upon work supported by the National Science Foundation under Grant Numbers 0904324 and 1228831, the John D. and Catherine T. MacArthur Foundation, and the Gordon and Betty Moore Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the granting agencies. The authors would like to thank Jacob Haigh and Neil Levine for their key contributions in the development of the assessment game, as well as Rochelle Urban and Megan Schufreider for their work on the pilot curriculum and study.
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Chin, D.B., Blair, K.P. & Schwartz, D.L. Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills. Tech Know Learn 21, 195–210 (2016). https://doi.org/10.1007/s10758-016-9279-7
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DOI: https://doi.org/10.1007/s10758-016-9279-7